English - Teaching For Biliteracy

Transcription

English - Teaching For Biliteracy
Mee#ngtheNeedsofLanguage
Learners:ResearchandBest
Prac#ce
WyEastMiddleSchool
HoodRiver,OR
April11,2016
KarenBeeman
teachingforbiliteracykb@gmail.com
www.teachingforbiliteracy.com
FacebookPage:TeachingforBiliteracy
www.TeachingForBiliteracy.com
Agenda:
• 
• 
• 
• 
• 
Introduc?ons
LanguageProgramsintheU.S.
LanguageAcquisi?onProcess
SampleBiliteracyLesson
Closure
www.TeachingForBiliteracy.com
LanguageProgramsinthe
UnitedStates
Beeman & Urow, 2010
www.TeachingForBiliteracy.com
Cheryl
DefiningLanguageEduca?on
Programs
•  Withyourteam,categorizethesortintothe
followingcategories:
Wordsweknow
Wordswehave
heardbefore
Wordswedonot
know
•  Or,makeconnec?onamongyourwordsby
genera?ngyourowncategories.
www.TeachingForBiliteracy.com
Terminology
•  GreenStudents:LanguageMinorityStudents(AnonEnglishlanguageisspokenathome)–Sequen&al
Bilinguals
•  BlueStudents:LanguageMajorityStudents(Englishis
spokenathome)–Sequen&alBilinguals
•  Blue/GreenStudents:UsuallyLanguageMinority
Students(AmixtureofEnglishandanon-English
languageisspokenathome;or,childrenspeaknonEnglishlanguagetoparentsandEnglishtosiblingsora
combina?onthereof)SimultaneousBilinguals
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LanguageProgramsintheU.S.
LanguageAcquisi#on
program
DualLanguage:TwoWay
Immersion
Students
www.TeachingForBiliteracy.com
Goal
LanguageProgramsintheU.S.
LanguageAcquisi#on
program
DualLanguage:Twoway
immersion
Students
DualLanguage:One-way
Immersion,Developmental
Bilingual,MaintenanceBilingual
DualLanguage:One-way
Immersion
www.TeachingForBiliteracy.com
Goal
LanguageProgramsintheU.S.
LanguageAcquisi#on
program
DualLanguage:Twoway
immersion
Students
DualLanguage:One-way
Immersion,
DevelopmentalBilingual,
MaintenanceBilingual
www.TeachingForBiliteracy.com
Goal
LanguageProgramsintheU.S.
LanguageAcquisi#on
program
Students
DualLanguage:Twoway
immersion
DualLanguage:One-way
Immersion,Developmental
Bilingual,Maintenance
Bilingual
Transi#onalbilingual/English
asaSecondLanguage
www.TeachingForBiliteracy.com
Goal
LanguageProgramsintheU.S.
LanguageAcquisi#on
Students
Goal
Teachingforbiliteracyworkswith
program
BOTHDualLanguage(Two-Way
DualLanguage:Twoway
Immersion,One-WayImmersion,
immersion
DevelopmentalBilingual)and
DualLanguage:One-way
Transi#onalBilingualProgramsof
Immersion,Developmental
instruc#on
Bilingual,Maintenance
Bilingual
Transi#onalbilingual/English
asaSecondLanguage
www.TeachingForBiliteracy.com
LanguageProgramsintheU.S.
LanguageAcquisi#on
Students
Goal
Whoiscurrentlyinyourlanguage
program
educa#onprogram?
DualLanguage:Twoway
immersion
Whowillbeintheprograminthe
DualLanguage:One-wayfuture?
Immersion,Developmental Bilingual,Maintenance
Whobenefitsfromteachingfor
Bilingual
biliteracy?
Transi#onalbilingual/English
asaSecondLanguage
www.TeachingForBiliteracy.com
www.TeachingForBiliteracy.com
HandoutsPage5
Dataaggregatedformaseriesof3-7yearlongitudinalstudiesfromwell-implemented,matureprogramsin
fiveschooldistricts
©WayneP.ThomasandVirginiaP.Collier,2010
70
60
50
40
30
20
10
Program1:Two-waydevelopmentalbilingualeduca?on(BE)
Program2:Late-exitbilingualeduca?onandESLtaughtthroughacademiccontent
Program3:Early-exitbilingualeduca?onandESLtaughtthroughacademiccontent
Program4:Early-exitbilingualeduca?onandESLtaughttradi?onally
Program5:ESLtaughtthroughacademiccontentusingcurrentapproaches
Program6:ESLPullout-taughttradi?onally
1
2
Averageperformanceofna?veEnglishspeakersmakingone
year’sprogressineach
consecu?vegrade.
1
3
4
5
6
3 5
7
GRADE
9
www.TeachingForBiliteracy.com
Beeman,
11
DUAL LANGUAGE PROGRAMS
K
1
10%
10%
2
20%
90%
3
4
5
6
7
8
E N G L I S H
20%
30%
90%
40%
80%
50%
80%
90/10
70%
50%
50%
50%
50%
6
7
8
60%
50%
OTHER THAN ENGLISH
K
1
2
3
4
5
E N G L I S H
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
50/50
OTHER THAN ENGLISH
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Beeman,
DBE or DL
K 1 2 3 4 5 6
20% 20%
80/20
30%
40% 40%
7 8
INGLES
50%
50%
50%
50%
80% 80%
70%
60% 60% 50% 50% 50%
50%
ESPAÑOL
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Beeman,
SecondaryDLGuidingPrincipales
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WhattheResearchSays:
•  Ittakes5to7yearstoacquireacademic
languageinasecondlanguage(Collierand
Thomas,2012).Thisisaprogramthatrequires
?meandconsistencyintwolanguages.
•  Welearnlanguagebyusingitandbytakingrisks
andmakingmistakes.
•  Childrenlearnlanguagefromeachother.A
principleofDListomixstudentsfromdifferent
languagetogether
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17
TheBilingualBrain:
(EllenBialystok,PatWolfamongmany)
•  Hascogni?vebenefits:Abilitytoclassifyand
• 
• 
• 
• 
developanaly?creasoning(moreplas?city…)
Hasvisualspa?albenefits
Hasincreasedabili?estofocus:execu?ve
func?oning(knowhowtopriori?ze,selectthe
rightlanguagefortherightcontext,etc.)
Developsdeepercri?calthinkingandproblem
solvingthanthemonolingualbrain
Showsstrongcrea?vityskills
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18
DualLanguageincludesavarietyof
programmodels…
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Beeman,
The Trajectory towards Bilingualism
•  The path towards bilingualism be different between
sequential and simultaneous bilinguals, especially at
the onset.
•  All bilinguals engage in “translanguaging”, or
“bridging, as they develop their bilingualism and
forever after.
•  For this reason, bilinguals are considered
“multilinguals”. They are NOT two bilinguals in one.
www.TeachingForBiliteracy.com
LanguageAcquisi#on
Process
Beeman & Urow, 2010
www.TeachingForBiliteracy.com
Cheryl
6monthsto2years
L1
L2
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Beeman,IRC,MDWkshop,
Laura
L1
What can you tell me about Laura’s
linguistic resources?
What type of language program would be best
for Laura at the secondary
level?
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Beeman,IRC,MDWkshop,
23
Marco
L1
What can you tell me about Marco’s linguistic
resources?
What type of language program would be
www.TeachingForBiliteracy.com
best for Marco
at the secondary level?
Beeman,IRC,MDWkshop,
24
Paulo
Spanish
English
Fui a una party con mi broder.
El perro estaba barqueando.
Then, comimos lonche.
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Beeman, IRC, MD
Paulo
PaulospeaksU.S.Spanish.
Spanish
English
Fui a una party con mi broder.
El perro estaba barqueando.
Then, comimos lonche.
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Beeman, IRC, MD
Voyaunapartyconmibroder.
MonolingualPerspec?ve
Can’tspeakSpanishwell.
Islowinbothlanguages.
Shouldbeplacedina
monolingualclassroom.
Willbeconfusedlearningto
readandwriteintwo
languagesatthesame?me.
Mul?lingualPerspec?ve
Haslinguis?cresourcesinboth
languages.
Reflectshermul?lingual
community.
Shouldbeplacedinadual
language/bilingual
classroom.
UsesU.S.Spanish
Wouldbenefitfromthe
Bridge:analyzingSpanish
andEnglishsidebyside.
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Whydostudentsspeak
thisway?
Beeman & Urow, 2010
www.TeachingForBiliteracy.com
Cheryl
www.TeachingForBiliteracy.com
Four phenomena of contact languages:
Dr. Kim Potowski, UIC
U.S.Spanish
#3
#1
#2
Codeswitching Borrowings
Extensions
Tengoeleight.
Rufa
Carpeta
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Beeman,IRC,MDWkshop,
#4
Calques
Miio’scasa.
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Beeman,IRC,MDWkshop,
www.TeachingForBiliteracy.com
Beeman,IRC,MDWkshop,
Beeman, IRC, MD Wkshop,
Bridge in Secondary, April
2014
www.TeachingForBiliteracy.com
www.TeachingForBiliteracy.com
Beeman,IRC,MDWkshop,
DeficitPerspec#ve
Strength-BasedPerspec#ve
Allstudentshaveadominantlanguage(L1
andL2)
Manystudentsareemergingbilingualsor
two-languagelearnerwhosefirstlanguageis
bilingual.
Studentstransi?onfromonelanguageto
theotheratonemomentin?me.Itisan
irreversibletransi?on.
StudentsengageintheBridgeand“bridging”
assoonastheyareexposedtoboth
languages.TheBridgecon?nuesthroughout
theirlearning.
Studentsareviewedas“low”whenthey
useSpanishandEnglishtogether
WhentheyuseSpanishandEnglishtogether,
studentsareviewedasbilingualswhouseall
theyknowinalltheirlanguages
Studentsareexpectedtoproduce
“monolingual–likeSpanish”and
“monolingual-likeEnglish”
Studentsareexpectedtousebilingual
resourcesthatreflectabilingualcontext.
Literacyinstruc?onshouldoccurinone Literacyinstruc?onshouldbuildonthe
languageandwhenstudentsreacha
linguis?cresourcesstudentshaveinall
certainbenchmark,onlythenshould
theirlanguages,SpanishandEnglish.
literacyoccurintheotherlanguage.
Studentlearntoreadandwriteinboth
www.TeachingForBiliteracy.com
languagesfromPK/Kon.
hyl
Whocanemployamul#lingual
perspec#ve?
•  Doeducatorshavetobebilingualto
implementamul?lingualperspec?ve?
•  Canbilingualeducatorsfindthemselveson
themonolingualside?
•  WhatcanmonolingualEnglisheducators
dotosupportamul?lingualperspec?ve?
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How do we implement a
multilingual perspective?
Beeman & Urow, 2010
www.TeachingForBiliteracy.com
Cheryl
Howdoweimplementamul?lingual
perspec?ve?
•  Westartbyunderstandingourstudentsand
realizinghowdiversetheyareandbuildon
theirstrengths
•  Weaddressthepremisesforteachingfor
biliteracy
•  Weusethestrategicuseoftwolanguages
throughthebiliteracyunitframework(BUF)
www.TeachingForBiliteracy.com
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Spanish
English
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English
Spanish
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INSTRUCTION
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Cheryl
4)
4GUQWTEG)WKFG
(KIWTG/%#0&1&GUETKRVQTUHQTVJG.GXGNUQH'PINKUJ.CPIWCIG2TQſEKGPE[2TG-
t Locate, select, order
information from oral
descriptions
t Follow multi-step oral
directions
t Categorize or sequence
oral information using
pictures, objects
t Compare/contrast
functions, relationships
from oral information
t Analyze and apply oral
information
t Identify cause and effect
from oral discourse
t Draw conclusions from
oral information
t Construct models based
on oral discourse
t Make connections from
oral discourse
52'#-+0)
t Name objects, people,
pictures
t Answer WH- (who, what,
when, where, which)
questions
t Ask WH- questions
t Describe pictures, events,
objects, people
t Restate facts
t Formulate hypotheses,
make predictions
t Describe processes,
procedures
t Retell stories or events
t Discuss stories, issues,
concepts
t Give speeches, oral
reports
t Offer creative solutions to
issues, problems
t Engage in debates
t Explain phenomena,
give examples and justify
responses
t Express and defend
points of view
t Match icons and symbols
to words, phrases or
environmental print
t Identify concepts about
print and text features
t Locate and classify
information
t Identify facts and explicit
messages
t Select language patterns
associated with facts
t Sequence pictures, events,
processes
t Identify main ideas
t Use context clues to
determine meaning of
words
t Interpret information or
data
t Find details that support
main ideas
t Identify word families,
figures of speech
t Conduct research to
glean information from
multiple sources
t Draw conclusions from
explicit and implicit text
t Label objects, pictures,
diagrams
t Draw in response to a
prompt
t Produce icons, symbols,
words, phrases to convey
messages
t Make lists
t Produce drawings,
phrases, short sentences,
notes
t Give information
requested from oral or
written directions
t Produce bare-bones
expository or narrative
texts
t Compare/contrast
information
t Describe events, people,
processes, procedures
t Summarize information
from graphics or notes
t Edit and revise writing
t Create original ideas or
detailed responses
t Apply information to
new contexts
t React to multiple genres
and discourses
t Author multiple forms/
genres of writing
.+56'0+0)
.GXGN
$TKFIKPI
94+6+0)
.GXGN
'PVGTKPI
.GXGN
Beginning
t Point to stated pictures,
words, phrases
t Follow one-step oral
directions
t Match oral statements
to objects, figures or
illustrations
t Sort pictures, objects
according to oral
instructions
t Follow two-step oral
directions
t Match information
from oral descriptions to
objects, illustrations
.GXGN
&GXGNQRKPI
.GXGN4GCEJKPI
.GXGN
'ZRCPFKPI
4'#&+0)
For the given level of English language proficiency, with support, English language learners can:
9DULDELOLW\RIVWXGHQWV¶FRJQLWLYHGHYHORSPHQWGXHWRDJHJUDGHOHYHOVSDQVWKHLUGLYHUVLW\RIHGXFDWLRQDOH[SHULHQFHVDQGGLDJQRVHGOHDUQLQJGLVDELOLWLHVLIDSSOLFDEOHDUHWREH
considered in using this information.
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LessonPlanningGuide
www.TeachingForBiliteracy.com
LessonPlanningGuide(con?nued)
www.TeachingForBiliteracy.com
SupportsforELLs-Non-Nego?ables
Sensory Supports
n Real-life
Graphic Supports
objects (realia)
n Manipulatives
n Pictures & photographs
n Illustrations, diagrams &
drawings
n Magazines, newspapers
n Physical activities
n Videos, film
n Broadcasts
n Models & figures
n Charts
n Graphic
n In
organizers
n Tables
n Graphs
n Timelines
n Number
Interactive Supports
lines
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pairs or partners
n In triads or small groups
n In a whole group using
cooperative group
structures
n With the Internet
(websites) or software
programs
n In the native language
(L1)
n With mentors
t
t
t
t
t
t
t
t
t
Real-life objects (realia)
Manipulatives
Pictures & photographs
Illustrations, diagrams & drawings
Magazines & newspapers
Physical activities
Videos & Films
Broadcasts
Models & figures
t
t
t
t
t
t
Charts
Graphic organizers
Tables
Graphs
Timelines
Number lines
t
t
t
t
In pairs or partners
In triads or small groups
In a whole group
Using cooperative group
structures
t With the Internet (Web
sites) or software programs
t In the native language (L1)
t With mentors
Sensory Supports
Some sensory supports are applicable across all ELP standards, as exemplified in Figure 3G. Others
are specific to the language of a content area. Figure 3H expands the notion of the use of sensory
support by giving specific examples for ELP standards 2 through 5. The use of these sensory supports
in activities, tasks and projects helps promote the development of students’ academic language
proficiency.
!"#$%"$&
!"#$%"$&
Illustrated word/phrase
walls
Felt or magnetic figures
of story elements
Sequence blocks
Environmental print
Posters or displays
Bulletin boards
Photographs
Cartoons
Audio books
Songs/Chants
Blocks/Cubes
Clocks, sundials and
other timekeepers
Number lines
Models of geometric
figures
Calculators
Protractors
Rulers, yard/meter sticks
Geoboards
Counters
Compasses
Calendars
Coins
'!"#$%"$&
Scientific instruments
Measurement tools
Physical models
Natural materials
Actual substances,
organisms or objects
of investigation
Posters/Illustrations of
processes or cycles
!"#$%"$&
Maps
Globes
Atlases
Compasses
Timelines
Multicultural artifacts
Arial & satellite
photographs
Video clips
!"#$%&"'()#*'+#%%,-&./'01'2344561'
1'78#9:;<"'=;>:/'?!@'?#)A-<'B)&::1'
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Effec#veBiliteracyStrategies…
•  Allowfortheac?veandmeaningfulpar?cipa?on
ofALLstudents,regardlessoflanguage
proficiencyoracademicachievement.
•  Buildonandenlargebothrecep#veand
produc#vecontentareavocabularyand
languagestructures.
•  Buildonandexpandbackgroundknowledge.
•  Increasestudentinterac#onanddecrease
teachertalk.
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WyEastGoals
LookFor:
•  StudentEngagement
•  AcademicLanguageDevelopment
www.TeachingForBiliteracy.com
Spanish
Beeman & Urow, 2010
www.TeachingForBiliteracy.com
Cheryl
RockCycle
Whatistheessen?alunderstanding?
•  Iwantmystudentstounderstandthattherearepredictable
panernstotheearth’srockcycle,andthattherearethreetypes
ofrocks(sedimentary,metamorphicandigneous)whichare
affectedbytemperatureanderosion.
•  Whatisthelanguageartsessen?al
understanding?
–  Iwantmystudentstounderstandthatauthors
structuretextsaccordingtothemessagetheywantto
send.Informa?onaltextincludesevidence,different
interpreta?onoffacts,andusageoftechnicalwords
andtone.
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Beeman,IRC,MDWkshop,
Elciclodelasrocas
Enlasuperficiedela?erra,existentres
?posderocas:larocasedimentaria,laroca
metamórfica,ylarocaignea.Cadarocase
convierteenlaotrapormediodela
temperatura,lapresión,ylaerosión(la
lluviayelviento).Estefenómenosellama
elciclodelaroca,ycomotodociclo,hay
elementospredeciblesqueloconforman.
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www.TeachingForBiliteracy.com
•  Enlasuperficiedela
#erraseencuentran
tres#posderocas:
•  Rocasedimentaria
•  Rocametamórfica
•  Rocaígnea
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Laroca
sedimentaria
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Larocasedimentaria
Alsufrircalory
presiónse
convierteen…
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Laroca
metamórfica
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Larocametamórfica
sufremuchocalorypresión
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Sevuelvetancalientequese
derritelaroca.
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seconvierteen
magmaylava
magma
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seconvierteen
magmaylava
magma
Cuandolamagmayla
lavaseenfríanse
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conviertenen…
Laroca
ígnea
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Larocaígnea
sufreerosiónpormediodelviento,
lluvia,nieveyse
convierteen…
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Laroca
sedimentaria
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rocaígnea
roca
roca
www.TeachingForBiliteracy.com metamórfica
sedimentaria
Hablacontupareja
•  LapersonaAdescribeloquepasaconlaroca.
•  LapersonaBhacelosgestos.
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www.TeachingForBiliteracy.com
Beeman,IRC,MDWkshop,
Elciclodelasrocas
Enlasuperficiedela?erra,existentres
?posderocas:larocasedimentaria,laroca
metamórfica,ylarocaignea.Cadarocase
convierteenlaotrapormediodela
temperatura,lapresión,ylaerosión(la
lluviayelviento).Estefenómenosellama
elciclodelaroca,ycomotodociclo,hay
elementospredeciblesqueloconforman.
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Lasrocassedimentariasrepresentan
másdetrescuartosdelasrocasquese
encuentranenlasuperficiedela
Tierra.Estasrocasseformanenla
superficiedelmedioambientescomo
lasplayas,losríos,ylosocéanos,yen
cualquierparteendondeseacumulan
laarena,elbarroycualquierotro?po
desedimento.
www.TeachingForBiliteracy.com
Muchasrocassedimentariasestánhechasde
pequeñospedazosdeotrasrocas.Aestás
selesconocecomorocassedimentarias
clásicas.Alospedazosdepiedrasrotasse
lesllamasedimento.Elsedimentoesla
arenaqueseencuentrasenlaplaya,el
barroenelfondodeunlago,laspiedrasde
unrío,yhastaelpolvosobrelosmuebles.
Conelpasodel?empo,elsedimento
podríaformarunarocasiestospedazosse
cementenentresi.
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Urow,2012
Laspalabrasimportantes
•  Contupareja,iden?ficalas3palabrasmás
importantesparaentenderelciclodelas
rocas.
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TheBridge
Beeman & Urow, 2010
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Cheryl
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Sedimentary
Rock
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Urow,2012
SampleBridgefor
MiddleSchool
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SampleBridgefor
MiddleSchool
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SampleBridge
AnchorCarts
MiddleSchool
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English
Beeman & Urow, 2010
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Cheryl
EnglishExtensionAc?vi?es
•  Writeabouttherockcyclefromthepointof
viewofthesedimentaryrock.
•  Engageindrats,revisions,etc.
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ThreePartstoaUnit
SpanishwithaBridgetoEnglish
•  ThegoalofSpanishis__________________
•  ThegoaloftheBridgeis________________
•  ThegoalofEnglishis___________________
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Beeman,IRC,MDWkshop,
WyEastGoals
LookFor:
•  StudentEngagement
•  AcademicLanguageDevelopment
www.TeachingForBiliteracy.com
Contras?veAnalysisbetween
Languages
•  Bilingualstudentsdevelopmetalinguis#c
awarenesswhentheycompareandcontrast
theirtwolanguages.
•  Thiscontras?veanalysisshouldbeexplicitand
pre-planned.
•  WecallittheBridgeand“bridging”.
www.TeachingForBiliteracy.com
TwoPartstotheBridge
1.  Students generate a visual (with pictures,
words, or text) where Spanish and English are
side-by-side.
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ThreeTypesofBridges
Illustra#on
Side-by-side
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Asísedice
TwoPartstotheBridge
1.  Students generate a visual (with pictures,
words, or text) where Spanish and English are
side-by-side.
2.  Using the Bridge visual, students engage in
Contrastive Analysis between the two
languages (how are Spanish and English
similar and different?)
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AreasexploredduringtheBridge
•  Phonology: letter sounds: “c” and “k”
A - Ana
E – Eleazar
I – Isabel
O - Oscar
U -Ulises
A – Amy
E – Elaine
I – Ivan
O - Olivia
U - Urow
•  Morphology (Cognates: energía – energy) –
Word – Expression Level
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•  Syntax and Grammar (Sentence Level):
–  El carro rojo – The red car
–  !Te adoro! – I adore you!
–  !El papá es guapísimo. - The father is very
handsome!
•  Language Use (Discourse Level and SocioCultural Letter):
–  Mensaje Indirecto
–  “!Y punto!”
Point”)
Direct Message
That’s it! (not “And
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IntegratedScience
andLanguageArts
Unit:Kinder
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Metalinguis?cChart
Sonidoenespañol
Sol
Tronco
Pantalones
Sandalias
Aire
SoundinEnglish
Sun
Trunk
Pant
Sandals
Air
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ElPuenteenKinder
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Verona,Wisconsin
METALINGUISTICCHART:Phonology
Sonidoenespañol
Sol
Tronco
Papel
Raíces
Aire
SoundinEnglish
Sun
Trunk
Paper
Roots
Air
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BridgeinFirstGrade
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VillaPark,Illinois
Metalinguis?cChart
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Informa?onalTextBridge
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BridgeAnchorChart
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BRIDGE
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Menasha,Wisconsin
4thGrade
Metalinguis?cChart
Español
Vozpasiva:
Senecesita
Preposiciones:
Paracalcular….
English
Ac?vevoice:
Youneed
Preposi?ons:
Tocalculate
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Bridge
Metalinguis#cChart
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TheBridgeinNonDLClassrooms
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TheBridgeinNon-DLClassrooms
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UrowSouthernNewEngland
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UrowSouthernNewEngland
TheBridgeinNon–DLClassrooms
•  CangofromEnglishtothehomelanguageor
fromhomelanguagetoEnglish
•  Theteacherdoesnotneedtoknowthehome
languages,butdoesneedtoprovidea?me
andspaceforstudentstodotheBridge
•  Canincludecognatelists(Englishand
Spanish)-40to70%ofAcademicLanguageis
sharedviaCognatesbetweenEnglishand
Spanish
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6thGradeCognateList
HighlandsMS,KSD
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Closure
•  Today I learned that________________.
•  Comments and Questions.
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